Tag: #phdshelfie

#PhDShelfie has appeared on Twitter. Followed by shelfie-blog and an invitation from Julie Blake @felthamgirl to join in. I’m easily distracted, especially when challenged with words. I’d contributed a #phdshelfie, extended to tablie and floorie, so why not a blog post too? Would be rude not to and technically it’s no distraction – the letters P H and D are in there – somewhere – a bit.

So here’s my top ten books choice from the research corner of my room.

Starting with the field of education technology, I offer Rethinking University Teaching by Diana Laurillard (2002). The book suggests the socially constructivist Conversational Framework for harnessing its communicative and collaborative potentials. I find the book more accessible than the later Pedagogical Patterns while the focus on how students learn earns it a place on every educational developer/researcher’s shelf.

Moving from the potential of TEL, pause a moment for Distrusting Educational Technology by Neil Selwyn (2014). A critical attack on technology determinism, the book shines light on the relationship between digital platforms and the wider society in which they’re developed and used. Agree with him or not, Selwyn offers a PoV well worth consideration.

Staying with digital media, the next book is Amusing Ourselves to Death; Public Discourse in the Age of Show Business by Neil Postman. You’d think it was the result of an internet click-binge on a wet bank holiday weekend, but oh no – this prescient account of cultural transformation was written in 1985. Postman is responding to the rise in US cable TV and subsequent lack of serious news in the public domain. My goodness, what would he say today?

So how has technology got such a hold over us? Try Propaganda, a slim volume by Edward Bernays, first published in 1928. If you haven’t come across Mr B you’ll have heard of his uncle, Dr Sigmund Freud. Using the application of Uncle Siggy’s psychoanalytic techniques, Bernays developed what came to be known as Public Relations (which he tellingly named the ‘engineering of consent’). Achievements included persuading young women to smoke Lucky Strikes which he’s renamed ‘Torches of Freedom’ and convincing all of America the best breakfast in the world was bacon and eggs. I’d also recommend watching Century of the Self by Adam Curtis. This uses archive film to document the cultural influence of Bernays across the 20th century.

To help deal with a world full of devious advertising and rogue technology, I offer The Consolations of Philosophy by Alan de Botton (2000). Some academics may look down their purist noses but I loved how this friendly, accessible book introduces philosophers such as Seneca, Schopenhauer, Nietzsche and my favourite, Montaigne. If education is about different ways to see the world, then here’s a great example. The human condition is universal and this book is full of ageless advice on how to cope. Read from front to end or simply dip in and out if you’re having a bad day. You won’t be sorry.

Feeling better? Shh….. nothing is quite how it seems. The Sociological Imagination by C Wright Mills was written in 1959 and stayed in print ever since. Demanding we ask questions to ‘make the familiar strange’ it applies the principles of Socratic questioning to the social world. Today we’re more likely to call it ‘thinking outside of the box‘ but whatever phrase we use, Mills’ advice never ages – it gets more relevant as time passes.

One of the problems with a critical lens is it can make the world seem a bit wobbly (when it’s too early for wine) so why not sweep away everything you relied on as a truth and start again. The Postmodern Condition: a report on knowledge by Jean-Francois Lyotard (1984) questioned the legitimation of truth claiming grand narrative explanations were no longer credible. Instead, knowledge was situated, diffuse, fractured and worst of all, unreliable. All researchers have to grapple with the nature of truth and knowledge while postmodernism went a bit overly pretentious, it still deserves more credit than it gets. We owe much to the PM years, not least drawing attention to diversity and structured inequalities. PM threw the rule book out of the window. It legitimated parody and pastiche. Introduced identity performance while troubling and collapsing binaries. It promoted the subversion of anything which could be deconstructed and then reconstituted it in more challenging ways. Sometimes that’s not such a bad thing – is it?

Phew, ready for some light relief? I wanted to include some poetry but that’s a different bookcase – maybe a blog for a different season? This call was related to research so I’ve chosen The Action Research Dissertation by Kathryn Herr and Gary L. Anderson (2019). The full story of the difference this book made is on Thesis Whisperer Know Your Limits. Suffice to say it helped validate my PhD choices and gave me the confidence to stick with it when the going got tough – which it did – very tough…

This week I’m reading The Digital Academic; Critical Perspectives on Digital Technologies in Higher Education by Deborah Lupton, Inger Mewburn and Pat Thompson. Hot off the press (July 2017) it deals with the digital as in social media and MOOC while reinforcing (maybe not intentionally?) the existence of on-campus digital divides between those who do technology and those who, often with pride, announce they don’t. For the latter, who may be less likely to find anything familiar in these well researched chapters, the book raises the question – how long can academics in 21st century HE continue to avoid issues of digital scholarship and practice?

To finish I’ve chosen Learning with the Labyrinth; Creating Reflective Space in Higher Education edited by Jan Sellars and Bernard Moss (2016). I’ve been involved with the use of labyrinths as creative spaces and meditative walking experiences for some time e.g. Walking the Labyrinth and was delighted to review this book for Journal of Learning Development in Higher Education. The origin of the labyrinth symbol and shape is unknown and it’s this ‘not-knowing’ has always intrigued me. Labyrinths are not mazes , despite the linguistic confusion in dictionaries and encyclopedias. With no dead ends, their circular path winds round and round into the centre and back out again. Walking a labyrinth offers the experience of pressing the pause button, taking time out to focus on the journey and maybe reflect. You don’t realise until afterwards how you’ve stepped out of the world for a few moments, something we don’t do often enough. The book takes you on a fascinating journey around the use of labyrinths within student learning and educational development.

Note to the University of Hull – the space outside the library cafe would be perfect for a permanent labyrinth installation. This is the one Jan Sellers facilitated at the Canterbury campus of the University of Kent. Looks lovely. Just saying…

Now the challenge is for anyone reading this to select their own top ten books from their research bookshelf #phdshelfie-blog